Program Director
Division of Research on Learning
Directorate of Education and Human Resources
National Science Foundation
USAmiford@nsf.govCV link

■ TitleAuthority and Accountability in Science Learning for Citizenship

■ ResarchHis research explores ways to support and explain the development of scientific reasoning in formal and informal contexts. He draws resources from philosophy of science and psychology of learning, two areas that recently have taken a “practice turn.” For philosophers of science, community practices explain how authority is accorded to scientific knowledge claims. For learning theorists, engagement in community practices motivates changes in individuals’ thinking. Overlap between these two areas suggests that when students engage in the practices that ground scientific authority, they can develop a fundamental understanding of science, upon which inquiry abilities and scientific literacy depend. Currently He is interested in defining operationally what it means to engage in scientific practice, and in particular key forms of writing and discourse, as a contribution to assessment tools in line with the Next Generation Science Standards.

■ TitleWhat is evidence for engagement in argumentation in qualitative studies? From Early Childhood Education to Teacher Education

■ Research & TeachingHer research focuses on argumentation, epistemic practices and critical thinking. She has been Principal Investigator in nine projects funded by the Spanish MINECO about argumentation and epistemic practices. She has also been part of three European projects about inquiry-based science teaching. She has supervised ten doctoral thesis.

■ TitleShift in Students’Epistemological Framing and Network of Epistemological Resources during Small Group Argumentation

■ Research
- Epistemic practices in science class focusing on epistemological and positional framing
- Epistemic affect in science classes
- Participation in science learning community
- Science teachers’ reflection and their professional development

■ Research SummaryHis research contributions can be classified into two general areas, supramolecular chemistry and chemistry education. The supramolecular chemistry research is particularly concerned with the design and synthesis of molecules for specific non-covalent intermolecular interactions including drug-protein interactions, corrosion prevention, crystal growth modification, solvent extraction and hydrogenation. The chemistry education research focuses on improving our understanding of how students learn and what can be done to improve their learning. This research has contributed to 69 refereed journal articles (34 in the last 10 years), 6 book chapters and numerous conference presentations, including 13 plenary/keynote/invited lecture presentations. He has also been the principal editor for the Australian Journal of Education in Chemistry (2001-present). His Google Scholar h-index is 21 representing 1444 citations (725 citations since 2013). His Web of Science h-index is 18 and Scopus h-index 19.

■ ResearchHe holds the Kamalachari Chair in Science Education at the Graduate School of Education, Stanford University. He started his career teaching high school physics for 9 years and then moved to teacher training and research at King’s College where he was appointed the Chair in Science Education in 2003. He was a co-author of the report Beyond 2000: Science Education for the Future, and an advisor to the UK House of Commons Science and Technology Committee in 2002 for their report on Science Education. He was President of the US National Association for Research in Science Teaching (2006-7) and has won the Association's award for the best research publication in the Journal of Research in Science Teaching twice (2003 and 2004). He was a member of the US National Academies Panel that produced the Framework for K-12 Science Education that is the basis of the Next Generation Science Standards. Currently he is chair of the expert group that produced the framework for the science assessments conducted by the OECD Program for International Student Assessment (PISA) in 2015 and 2018 and the PI of the SNAP project to develop assessment for the Next Generation Science Standards in California. In 2018 he was awarded the NARST award for Distinguished Contribution to Science Education Research. His research interests are in the role of argumentation in science and improving the teaching of literacy in science.

■ Research and Education
- He is main supervisor of 12 students to a PhD degree in Mathematics and Science Education
- He received the award of elected fellow of the Royal Swedish Academy of Sciences for Outstanding Services to Science.
- He has more than 200 publications of which 67 are in peer-reviewed journals and he has published monographies on his research in the US and France.
- He is represented in the two major international handbooks in science education and in the Encyclopedia of the Sciences of Learning.
- His research area covers with the following titles: Gesticulating science: Emergent ibilingual students’ use of gestures. Journal of Research in Science Teaching; The use of iorganizing purposes in science instruction as a scaffolding mechanism to support iprogression: a study of talk in two primary science classrooms.

11. Etsuji Yamaguchi

Associate Professor
Science Education
Graduate School of Human Development and Environment
Kobe University
JAPANetuji@opal.kobe-u.ac.jpCV link

■ Research
- Analyzing the characteristics of the language of science and their applications in science education.
- Applying the technique of corpus analysis into the research about science textbooks.
- Comparing the system and function of language in science between English and Mandarin.